Music Literacy Lesson 1

Central Focus Building Music Literacy

Grade Level 5th grade

Class Size 5 students

Time 30 minutes

Class Demographics This class is evenly mixed between males and females, with the majority being
black or brown students, and one white student.

National Core Arts Standards in Music

MU:Pr4.2.E.5a Demonstrate, using music reading skills where appropriate, how knowledge of formal
aspects in musical works inform prepared or improvised performances.

MU:Pr4.3.E.5a Identify expressive qualities in a varied repertoire of music that can be demonstrated through
prepared and improvised performances.

LESSON OVERVIEW
This is lesson 1 in a series of 3 lessons focused on the identification, application, and performance of
melodies and accompaniments to develop music literacy. In this lesson, students will be introduced to the
term “melody,” as they work through a section of melody in a piece of concert music, “Pegasus.” Students
will use previous knowledge of reading notes and rhythms to read this new section of music and understand
how it fits into a larger context. Students will be assessed on their ability to identify the melody in their own
music based on comparing their music to the example projected for the class. As an introduction to melody,
the main focus of this lesson is understanding common patterns and sequences in melodies to recognize
them and ultimately perform them.

Student Prior Knowledge and Conceptions

Students have received instruction in previous years on the concept of melodies. They have also seen all
rhythms and pitches found in their new piece.
Common Errors or Misunderstandings

Students may think that any part of the piece that they can recall/identify is the melody.

Interdisciplinary Connections

Melody in music is similar to a main idea or thesis statement in English and writing classes.

LESSON LEARNING OBJECTIVES

As a result of this lesson, students will be able to:

Identify the melody in a piece of music by listening, clapping, counting, and playing, in order to improve our
reading of eighth notes.
 THEORETICAL PRINCIPLES AND/OR RESEARCH-BASED BEST PRACTICES
Why are the learning tasks for this At this point in these lessons, students are still building their music
lesson appropriate for your literacy skills. They have been exposed to the notes and rhythms of the
students? (Cite specific, theoretical melody, and now they will work through the accompaniment sections.
principles and/or research-based A key point in these lessons is to scaffold the section so it gradually
best practices in your answer.) gets more challenging, but also is more efficient in comprehension.
Throughout this process, it is important to give students wait time,
according to Ingram and Elliot (2016), so that you know students are
grasping each concept well enough to move onto the next.

How will you structure
opportunities for students to work
with partners or in groups?
What criteria will you use when
forming groups?
STUDENT INTERACTIONS
Students will have a chance to individually practice the melody in the
piece. Students have the option to use this time to practice with their
peers as well.
The group will be the entire class, because there is only five students in
this lesson group.

TEACHER MATERIALS STUDENT MATERIALS

PowerPoint slides, computer, projector Copy of “Pegasus” part
Pegasus Audio File (cited in references) Six Note Fingering Chart

MUSIC IN CONTEXT
Key Critical Questions How can I identify and perform the melody of a piece?

VOCABULARY AND LANGUAGE ACQUISITION

Vocabulary Melody

Language Functions Students will identify the melody in a piece.

Language Modes Speaking, listening, reading, writing

Language Demands Discourse: Questioning students about note lengths in a melody. Which measure
does the melody start?
Syntax: Marking the melody in their music.
Language Tasks Posing a question as to why a section is important (because it is the melody).
and Activities
Language Supports Repeating vocabulary terms, encouraging the whole class to speak the terms

ACCOMMODATIONS FOR SPECIFIC DIVERSE LEARNERS

Students with IEPs or 504s

One of the students in my class has dysgraphia. To help this student specifically, I will be sure to hand out
multiple types of writing utensils and allow them to choose their own strategy of marking their music. I also
will make sure to allow extra time and support for this student to find and label the specific section.
Adaptations and Accommodations

Students were able to mark their music in whichever way was most accessible and meaningful to them. I
also will keep my PowerPoint slides up for students to reread the vocabulary terms and definition to
themselves if needed. This provides extra time as well for those who read at a slower pace.
Enrichment and Extensions

If time allows, play the audio recording of the piece at a slower tempo, and have students try to play along
with the track.
Activity for Early Finishers

Students may look further through the piece and use the same methods of practicing to learn new parts.

OBJECTIVE-DRIVEN ASSESSMENTS
Describe the tools/procedures that will be used in this lesson to monitor students’ learning of the lesson
objectives. Attach/paste a copy of the assessment and evaluation criteria/rubric at the end of the lesson
where the assessment will take place.
Objective Informal or Description of Modifications to Evaluation Criteria
# Formal? Assessment Accommodate All Students
1 Informal Students are asked Students can to use any Alignment with Objectives:
to identify the method to mark their music, Students compare the notes
melody in their and are given examples such and rhythms as seen on the
music after listening as highlighting, bracketing, board to those in their music.
They are then identifying the
to the piece and underlining, circling, etc.
melody of the piece.
watching their sheet
music. This is a way
for me to gauge Evidence of Student
students Understanding: The evidence
understanding of is shown to me by observing
what prior students’ responses on their
knowledge should paper as I walk around the
room.
be.

Student Feedback: Feedback

will be provided orally to each
student as I walk around the
room, making corrections as
needed.

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS

Opening Instruction Methods

Greet students as they entered the room and ask them to quickly
set up their saxophones and start warming up on their own. While
students are setting up, hand out the Six Note Fingering Chart, and
their new piece Pegasus.
Instruction Procedures Instruction Methods

• Warmup together on the first six notes of the Bb scale in half

notes, following their new fingering chart.
• Hand out pencils and hand out the new concert piece,
“Pegasus”.
• Project and read the objective. Direct instruction
• Ask, “What is a melody?” Remind students that this is a
concept they have learned before.
• Play audio recording of the piece for students. Instruct
students to follow along with their music as they listen.
• Challenge! Tell students, “Find this melody in your music
and put your finger on it when you find it. Once you have Student-centered
found it, either circle, highlight, or put brackets around it.”
• Ask students, “Can you tell me on which measure the
melody starts in your music?” (pre-assessment)
• Count, clap, finger in time, and play (on a single note)
through the rhythm of the melody. Look at the melody with
notes. Practice in two measure chunks, then play the whole
melody together.
• See if students want to perform for each other individually.
Structured Practice and Application

How will you give students the
opportunity to practice so you
can provide feedback?
How will students apply what
they have learned?
How will you determine if
students are meeting your
intended learning objectives?
Closure
Students will be given moments to practice on their own, after they have
identified the notes and rhythms as a group. I will then walk around and
listen. Once we bring the group back together, I will address any issues I
have heard as a larger group so that all students have the opportunity to
benefit from the feedback.
Students will play either the melody or accompaniment section
individually, showing their ability to read music notation, and perform
notes, rhythms, and concepts accurately.
Students have met the learning objective if they have correctly labeled the
melody section in their music and can then perform this with accurate
rhythms and notes.

Thank you all for coming and make sure to bring your music next class.
REFERENCES
Ingram, J., & Elliott, V. (2016). A critical analysis of the role of wait time in classroom interactions and the effects on
student and teacher interactional behaviours. Cambridge Journal of Education, 46(1), 37–53.
https://doi.org/10.1080/0305764X.2015.1009365
J.W. Pepper. (2020). Pegasus by William Owens| J.W. Pepper Sheet Music. Jwpepper.com.
https://www.jwpepper.com/Pegasus/10047818.item#.ZCs5IuzMK3I